Increasing Comprehension of Expository Science Text for Students With Autism Spectrum Disorder

Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included instruction in types of text structures using a text structure organization sheet before reading, and completing an analysis and summary sheet during and after reading. Results indicated that the instruction was highly effective during intervention and maintenance phase for all three participants. The first-year special education teacher was able to implement the intervention with fidelity. All participants agreed that the intervention was helpful for reading science texts. Future research and implications for classroom intervention is discussed.